Search results for ‘Subject term:"learning disabilities"’ Sort:
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Challenging behaviours: prevalence and topographies
- Authors:
- LOWE K., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 51(8), August 2007, pp.625-636.
- Publisher:
- Wiley
Variations in reported prevalence of challenging behaviour indicate the need for further epidemiological research to support accurate planning of future service provision. All services providing for people with learning disabilities across seven unitary authorities, with a total population of 1.2 million, were screened to identify people with challenging behaviour. Interviews were conducted with primary carers to gain data on identified individuals' characteristics and support. Measures designed for a similar study conducted in Manchester University were incorporated to allow direct comparison with earlier findings, together with standardized tools to assess adaptive behaviour and social impairment. In total, 4.5 (2.5–7.5) people per 10,000 population were rated as seriously challenging, representing 10% (5.5–16.8%) of the learning disability population; the most prevalent general form was other difficult/disruptive behaviour, with non-compliance being the most prevalent topography. The majority showed multiple behaviours and multiple topographies within each general behaviour category. Also identified were substantial numbers of additional people reported as presenting challenging behaviours at lower degrees of severity. Prevalence rates for seriously challenging behaviours were comparable to those reported in the earlier studies, thus confirming previous findings. The prevalence of less serious challenging behaviour also has major clinical significance and emphasizes the need for enhanced understanding and skills among personnel within primary- and secondary-tier health, education and social care services, and for strengthening the capacity of community teams to provide behavioural expertise.
Symbols can improve the reading comprehension of adults with learning disabilities
- Authors:
- JONES F.W., LONG K., FINLAY W.M.L.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(7), July 2007, pp.545-550.
- Publisher:
- Wiley
This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each passage, they were asked questions to test their comprehension. A counterbalanced design was employed. Participants’ comprehension scores were significantly higher for the symbolized passages than the non-symbolized ones. It is concluded that adding symbols to written text can make comprehension easier for some adults with mild and borderline learning disabilities.
A comparison of WAIS-R and WAIS-III in the lower IQ range: implications for learning disability diagnosis
- Authors:
- FITZGERALD Suzanne, GRAY Nicola S., SNOWDEN Robert J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(4), July 2007, pp.323-330.
- Publisher:
- Wiley
Whether the Flynn effect (the increase in the populations’ IQ over time) affects the IQ scores of people with learning disability or borderline learning disability remains unclear. The issue is important as the Flynn effect should alter the number of people eligible for health service resources. A comparison of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) with the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) in individuals with learning disability or borderline learning disability was conducted. All participants completed the WAIS-R and the WAIS-III. Discrepancy scores were calculated for the Full Scale IQ score and the Verbal and Performance subscale scores. WAIS-III Full Scale scores were significantly lower by over 4 IQ points. Verbal and Performance Scale IQ scores were also significantly lower than the corresponding WAIS-R scores. The shift from WAIS-R to WAIS-III means that 66% more people meet criterion A for the diagnosis of learning disability and hence this has major resource implications for health service providers.
The handbook of intellectual disability and clinical psychology practice
- Editors:
- CARR Alan, et al, (eds.)
- Publisher:
- Routledge
- Publication year:
- 2007
- Pagination:
- 965p.
- Place of publication:
- London
The book is divided into seven sections, which cover conceptual frameworks, assessment frameworks and intervention frameworks, and the specific problems that arise in infancy and early childhood, middle childhood, adolescence and adulthood. Chapters combine discussion of the theoretical and empirical issues with practical considerations. The authors incorporate detailed practice descriptions throughout, which will allow clinicians to use the book as a step-by-step guide to clinical work. Practice exercises are also included where relevant to aid skills development.
Correspondence between self-ratings and key-workers' ratings of depression in adults with mild learning disabilities
- Authors:
- GORDON Michael S., et al
- Journal article citation:
- British Journal of Clinical Psychology, 46(4), November 2007, pp.491-495.
- Publisher:
- Wiley
This study assessed the association between self-ratings and key-worker ratings of depression in people with mild learning disabilities. The Zung Depression Scale was completed by 74 adults with mild learning disabilities and a modified version of the questionnaire was completed by two key-workers at two periods in time. The correlations between ratings of depression by key-workers were high and key-worker ratings correlated significantly with self-rating. The depression scores were found to be temporally stable. The findings suggest that proxy raters appear to be able to make reliable and valid judgements about other people's self-reported levels of depression.
Experiences of families with relatives with intellectual and developmental disabilities in a consumer-directed support program
- Author:
- CALDWELL Joe
- Journal article citation:
- Disability and Society, 22(6), October 2007, pp.549-562.
- Publisher:
- Taylor and Francis
The current study explores the experiences of families with relatives with intellectual and developmental disabilities participating in a consumer-directed support program in the USA. The Illinois Home Based Support Services Program provides a limited budget to purchase and manage services. However, within recent years the program has faced cuts and changes. This context provided a rich environment to explore the benefits of the program, as well as oppressive forces creating barriers to the control of financial resources by individuals with disabilities and their families. Financial benefits, benefits from respite and personal assistance services and prevention of undesirable institutional placements were major themes that emerged and triangulated with previous research. The following themes emerged concerning barriers to the control of financial resources: provider and professional control, disability as a deserving group, fraud and abuse perceptions and familism. These themes appear to fit well within a social model of disability applied to the family.
E-learning for adults with learning difficulties
- Author:
- JACOBSEN Yola
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 2007
- Pagination:
- 61p.
- Place of publication:
- Leicester
This practical guide explores the ways in which digital technologies can be harnessed to improve the experiences of learners with learning difficulties. It shows how to use ICT in teaching and learning to help learners have more control over their learning environment, increase motivation and involvement, support choice-making and communication skills, and learn skills for everyday life. Written with the needs of tutors in mind, it will be a great help to anyone working in Adult and Community Education settings, in discrete groups or in integrated provision.
Arson: characteristics and predisposing factors in offenders with intellectual disabilities
- Authors:
- DEVAPRIAM John, et al
- Journal article citation:
- British Journal of Forensic Practice, 9(4), December 2007, pp.23-27.
- Publisher:
- Emerald
This retrospective study focuses on examining the characteristics of offenders with intellectual disabilities (ID) and the range of identified reasons for the offence. The study population consisted of 1,100 patients with ID who were in contact with psychiatric services at the Leicestershire Frith Hospital. Fifteen patients were identified as having committed arson. The findings indicate a higher prevalence of arson in this population, along with the fact that the majority of people with ID who have committed arson tend to bypass the criminal justice system. A significant number are likely to repeat the behaviour and will also commit other offences. The most common reason for arson appears to be revenge, closely followed by suggestibility. The majority has an associated diagnosis of personality disorders along with Axis 1 psychiatric diagnosis. Other factors include large family size, history of childhood psychiatric disorders, abuse, homelessness, unemployment and relationship difficulties.
Understanding nonverbal learning disabilities: a common-sense guide for parents and professionals
- Author:
- MAMEN Maggie
- Publisher:
- Jessica Kingsley
- Publication year:
- 2007
- Pagination:
- 176p., bibliog.
- Place of publication:
- London
This easy-to-read guide offers a complete overview of Nonverbal Learning Disabilities (NLDs) and the wide variety of symptoms that different types of NLD present. Maggie Mamen enables readers to select the most relevant strategies for coping with and managing their particular symptoms. She provides a wealth of practical advice on key skills such as developing written and verbal communication, understanding social clues, managing behaviour, self-regulation and improving organization. She also covers relevant teaching methods for the classroom. This practical and accessible introduction is an essential guide for those families and professionals working with children and adults with NLDs.
At home in the community?: promoting the social inclusion of people with a learning disability living in supported accommodation: easy read version
- Authors:
- COLLINS Suzanne, McCONKEY Roy
- Publisher:
- Triangle Housing Association; University of Ulster
- Publication year:
- 2007
- Pagination:
- 12p.
- Place of publication:
- Ballymoney
This report highlights the social exclusion of people with a learning disability in Northern Ireland. This study, funded by the Big Lottery Fund, details the extent of social isolation experienced by tenants in various forms of supported accommodation provided by a range of agencies throughout Northern Ireland. Many have no friends outside of the place where they live and much of their time is spent within the home.